Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

This article explores how mosque pedagogy was imported from Turkey through imams who were appointed to the Netherlands, and textbooks developed and printed in Turkey. Furthermore, this article examines how a range of contextual factors have reshaped the imported pedagogy in mosque classes. The factors identified in the analysis include language policies, the influence of pedagogical practices in mainstream Dutch schools, concerns about student motivation, and in the backdrop of fears of cultural alienation and assimilation in a Western context, the imperative of nurturing an Islamic and Turkis... Mehr ...